Stages of Small-Group Development Revisited

Tuckman, Bruce W.; Jensen, Mary

doi:10.1177/105960117700200404

Cited by 1,905 publications

(1,268 citation statements)

References 15 publications

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“…They do not have access to non-verbal communication cues and they rarely engage in discussion concurrently. The implications of this altered sense of co-presence for the collaborative process can be 3.1 Group work as a source of conflict Research that focuses on the interactions that take place within groups has a long history involving studies with face-to-face groups in the workplace and in voluntary settings such as support groups ( Tuckman, 1965;Tuckman & Jensen, 1977). Conflict has been identified as a characteristic component of group work.…”

Section: Social Cognitive Neuroscience and The Embodied Manifestationmentioning

confidence: 99%

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The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

Robinson

2013

Computers & Education

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In order to determine how emotions and cognition are experienced during collaborative group work online students' descriptions of their learning experience were interpreted using a qualitative approach. A common feature of these accounts was reference to difficulties and problems. Four main themes were identified from this data set. Two of the themes, 'Constraints on autonomy' and 'Reflections about collaboration', encapsulate the experience of engaging in group work. The other two themes 'Virtual others' and 'Communicating online. The impact on progress and achievement' provide some insight into what is unique about the socio-emotional experience of collaborating online and how it can influence motivation and learning. The findings were considered from two perspectives of the role of emotion in learning: the socio-cognitive model of self-regulated learning and the community of inquiry framework (COI). An interdisciplinary approach was adopted by taking into account recent research in social cognitive neuroscience. Some practical recommendations about the deployment of technologies for group work online and for empowering students' understanding of the value of collaborative learning are made. The value of verbal immediacy practices as a way of counteracting the disembodied nature of the relational experience of others online is discussed.Keywords: group work; computer supported collaborative learning (CSCL); emotion; social cognitive neuroscience; interdisciplinary; community of inquiry (COI); self regulated learning; verbal immediacy IntroductionWhen a learning context supports the exchange and discussion of ideas there is the opportunity for each individual to assimilate new information and to build on their current understanding by accommodating the ideas of other students (Hodgson, 2002;Laurillard, 2002). By including a requirement that learners collaborate on a shared task there are some additional pedagogical benefits. The process of co-constructing an artifact together with other students provides each learner with an opportunity to reflect on practice and to adapt practice (Laurillard, 2009;Laurillard, 2012). The development of technologies such as forums, wikis and virtual worlds, has meant that group work can take place online. Text based forums and wikis allow for asynchronous communication and therefore offer the practical advantage of flexibility as to when and where engagement with the group and the shared group task takes place; there is no requirement for participants to be co-located. For distance learners, and the tutors who support them, the impact of these technologies has been profound. Institutions can now offer opportunities to connect and learn with others at a distance in a way that was not possible previously (Gaskell, 2009). The availability of these technologies also means that workspaces are increasingly distributed and federated and there are many informal online spaces where collaboration can take place. For example, by using wiki technology 'thousands of dispersed volunte...

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Section: Social Cognitive Neuroscience and The Embodied Manifestationmentioning

confidence: 99%

“…Research that focuses on the interactions that take place within groups has a long history involving studies with face-to-face groups in the workplace and in voluntary settings such as support groups ( Tuckman, 1965;Tuckman & Jensen, 1977). Conflict has been identified as a characteristic component of group work.…”

Section: Group Work As a Source Of Conflictmentioning

confidence: 99%

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

Robinson

2013

Computers & Education

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“…It was informed by the literature using the main theories in group dynamics [22], group cohesion and development [23], social identity theory [24], group conflict theory [25], change management [26], occupational psychology [27] and prosocial behaviour [28]. Various situations were also investigated where ad-hoc implementations of DM could create negative effect amongst the social actors within the workplace which resulted in six scenarios according to the main theories in conflict resolution.…”

Section: Methods and Research Settingsmentioning

confidence: 99%

Strategies and Design Principles to Minimize Negative Side-Effects of Digital Motivation on Teamwork

Algashami

Shahri

McAlaney

et al. 2017

Persuasive Technology: Development and Implementation of Personalized Technologies to Change Attitudes and Behaviors

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Abstract. Digital Motivation in business refers to the use of technology in order to facilitate a change of attitude, perception and behaviour with regards to adopting policies, achieving goals and executing tasks. It is a broad term to indicate existing and emerging paradigms such as Gamification, Persuasive Technology, Serious Games and Entertainment Computing. Our previous research indicated risks when applying Digital Motivation. One of these main risks is the impact it can have on the interpersonal relationships between colleagues and their individual and collective performance. It may lead to a feeling of unfairness and trigger negative group processes (such as social loafing and unofficial clustering) and adverse work ethics. In this paper, we propose a set of strategies to minimize such risks and then consolidate these strategies through an empirical study involving managers, practitioners and users. The strategies are then analysed for their goal, stage and purpose of use to add further guidance. The strategies and their classification are meant to inform developers and management on how to design, set-up and introduce Digital Motivation to a business environment, maximize its efficiency and minimize its side-effects on teamwork.

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“…For example, team tenure and the stage of team development may influence third culture formation. In general, teams go through five stages of development: forming, storming, norming, performing, and adjourning (Tuckman & Jensen, 1977 Note: ** denotes correlation is significant at p < .01 * denotes correlation is significant at p < .05…”

Section: Future Directionsmentioning

confidence: 99%

Unpacking Four Forms of Third Culture in Multicultural Teams

Ganai¹

2012

PsycEXTRA Dataset

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Stages of Small-Group Development Revisited

Cited by 1,905 publications

References 15 publications

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach

Strategies and Design Principles to Minimize Negative Side-Effects of Digital Motivation on Teamwork

Unpacking Four Forms of Third Culture in Multicultural Teams

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